Artículos de revistas

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https://repositorio.uc.cl/handle/11534/1156

Esta colección incluye artículos de revistas de profesores de la Pontificia Universidad Católica de Chile, publicados en revistas nacionales y extranjeras.

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Now showing 1 - 20 of 119

A scalable solution: effective AI implementation in laparoscopic simulation training assessments
(2025) Cruz, Enrique; Selman, Rafael; Figueroa, Úrsula; Belmar, Francisca; Jarry T., Cristián; Sanhueza, Diego; Escalona, Gabriel; Carnier, Martín; Varas Cohen, Julián
Purpose Simulation-based training offers considerable benefits in surgical education, especially in mastering minimally invasive techniques such as laparoscopy. However, its widespread adoption faces challenges, particularly in teaching scalability and consistent assessment of trainees’ performance. Artificial Intelligence (AI) has emerged as a promising tool to address these issues, offering possible solutions for optimizing exercise evaluation in simulation programs. This study aims to validate the integration of the YOLO v4 artificial intelligence model into a laparoscopic simulation training program from a video-based feedback-oriented platform. Methods Focusing on object detection and time measurement, the evaluation included a dataset of 7673 videos, extracting 100 random video frames per exercise for object detection with precision, recall, and F1-score calculations based on AI expert tags for each frame, and using 80 videos per exercise for time analysis compared to established times by platform expert teachers. Results With a total of 1100 frames assessed, the YOLO v4 model consistently exhibited high precision with a mean precision of 0.94 and mean recall of 0.89 across object detection tasks, with F1-scores ranging from 0.81 to 0.97. Time measurement accuracy based on 880 assessed videos showed a correlation with mean Pearson correlation coefficient of 0.960 for mean absolute error (MAE) across exercises with the timings of platform expert evaluators. Conclusions The YOLO v4 model proves to be an effective tool for laparoscopic training assessments. The model's high precision and strong correlation with expert assessments demonstrate its usefulness in optimizing the evaluation process in simulated laparoscopic training exercises. This intervention leads the way in surgery education by effectively addressing the need for scalable and standardized assessment methods facilitating the transition towards automated evaluations.
Acquisition and Assessment of Spanish by Haitian Secondary School Students in Chile
(2021) Toledo Vega, Gloria Macarena; Lizasoain, Andrea; Mena, Leonardo
This study is framed in the field of Applied Linguistics in Spanish as a Foreign Language. A practical applicationfor teaching based on assessment and error analysis of Haitian students in Chilean secondary schools is presented. Thiswork is particularly relevant given that the most socioeconomically vulnerable schools in the country have received asignificant influx of non-native Spanish speakers without any linguistic policy in place to help these students improve theirpoor general academic performance. Two analyses were carried out based on students’ written texts: a meta-analysis ofevaluation rubrics completed by secondary school language teachers and an error analysis by the researchers. Both ofthese analyses point to significant deficiencies in the use of Spanish on the part of the students, but they differ in terms of thespecific factors that they indicate for greater evaluative focus and subsequent feedback and coverage in the classroom.
Analyzing teacher educators’ perspectives on professional pedagogical responsibility in initial EFL teacher education
(Taylor and Francis Ltd., 2024) Barahona, Malba; Darwin, Stephen; Duran Castro, Macarena; Lobos Stevens, Carla
This study addresses the underexplored role of teacher educators in initial English as a Foreign Language (EFL) education within the Chilean context. It aims to understand how these educators perceive and instill professional responsibility among pre-service teachers. Data was collected from university-based EFL teacher educators through 48 questionnaires and 17 semi-structured interviews. The findings reveal that these educators prioritize pedagogical skill development and the cultivation of social consciousness, preparing pre-service teachers to effectively respond to and proactively manage diverse educational settings. The study highlights the pivotal role of teacher educators as role models, shaping the professional identities of future teachers through the integration of ethical standards and reflective practices into the curriculum. The results highlights the need for teacher education programs to continuously adapt to changing educational demands, emphasizing autonomy and proactive professional development to equip pre-service teachers with the necessary skills and attitudes for their future roles. This research contributes to the understanding of professional responsibility in initial teacher education, offering insights into the specific challenges and strategies within the Chilean EFL context.
Analyzing the Institutional Diversity and Increasing Complexity in a Market-Oriented University System: The Case of Chile (2008–2020)
(2025) Villalobos, Cristóbal; Quaresma, Maria Luísa; Rojas-Murphy, Andrés; Allende, Claudio; Orellana, Víctor
This article examines the process of massification and increasing complexity of marked-oriented university systems, using the case of Chile as an example. Starting from the idea that university systems do not maintain an unchanged direction in their development and that the governance balances between market, state, and civil society undergo transformations, this article seeks to analyze the process of increasing complexity and differentiation of the Chilean university system in the last 12 years (2008-2020). Using factorial and clustering analysis, universities were grouped into eight clusters, clearly heterogeneous in terms of their level of research outcomes, student profile, size, location, and institutional nature. This article concludes that in the last decade, the increasing heterogenization of the university market has crystallized inequalities and hierarchies among institutions although private universities often demonstrate a greater capacity for flexibility and adaptation to institutional changes within the system, this tendency does not uniformly apply to all cases.
Apoyo estudiantil y cambio institucional en el contexto universitario chileno
(2023) Salazar, José Miguel; Zapata Larraín, Gonzalo; Leihy, Pete
Durante las últimas décadas, las universidades chilenas han desarrollado programas de apoyo estudiantil en el pregrado a propósito de la creciente diversificación de sus estudiantes en un contexto de masificación. A partir de información recogida desde un grupo de universidades tradicionales (integrantes del Consejo de Rectores de las Universidades Chilenas), este estudio examina y analiza los distintos programas existentes. Junto con documentar la evolución de los programas existentes y su relación con la política pública, el estudio observa que la trayectoria que han seguido estos programas no se conforma con las categorías y paradigmas de cambio documentados en la literatura académica. Más bien, tal trayectoria sugiere un proceso de modernización de las universidades chilenas sui generis cuyo resultado todavía resulta difícil de observar con plenitud pero que, sin embargo, están reconfigurando sus dinámicas internas y dando lugar a experiencias de gestión académica novedosas.
Aprendiendo psicología en lengua de señas chilena
(2024) Lissi, María Rosa; Escobar Cayuqueo Veronica Luisa; González Moraga, Maribel del Carmen; Vergara Wilson, Martín; Villavicencio Casanueva, Nicole Belén
Para que una persona sorda estudie en una institución de educación superior en condiciones de equidad, hay que considerar sus características culturales y lingüísticas, y otorgarle los apoyos adecuados. Por tanto, los problemas abordados en este proyecto fueron las barreras de acceso y las restricciones a la participación que limitan el aprendizaje de los estudiantes sordos en sus cursos universitarios. En este estudio, se analizó el proceso de enseñanza-aprendizaje en lengua de señas chilena (LSCh) de una estudiante sorda en primer año de Psicología y se identificaron facilitadores y obstaculizadores de su aprendizaje, lo que permitió proponer sugerencias para un mejor proceso de inclusión.
‘Are you feeling sad? Tell me about your sadness’. Existential meanings of death and life in Chilean secondary schools
(Informa UK Limited,, 2025) Zamora Poblete, Guillermo Manuel; Ow González, Maili Solange; Lecaros Besa, Catalina del Rosario; Davanzo Barros, Elisa Antonia
Statistics indicate that in Western countries, around 4% of school-aged children lose one of their parents before turning 18 years old. Additionally, the likelihood of an adolescent experiencing the death of a family member or friend during those years is 78%. Although thinking and talking about death is painful, it can spur deep reflections about life and its meaning, especially if schools support students through this process. Considering this topic, a study examining eight cases of Chilean students who experienced the death of a classmate or teacher during secondary school is presented. The overarching objective is to analyse the perspectives on life’s meaning that these students developed, alongside their perceptions of how their schools provided support. Each participant wrote a letter narrating their experience, followed by two interviews. The key findings show that this experience allowed them to become more aware of life’s fragility and finitude, recognising grief as a source of learning. They especially valued when schools facilitated mourning, expressing sorrow, and discussing death across various subjects.
Argumentation in the mathematical modelling cycle
(2025) Solar Bezmalinovic, Horacio; Ortiz, Andrés; Arriagada, Victoria; Catalan Urbina, Marco Antonio
Although the literature on modelling and argumentation is extensive, little has been written on both these mathematical competencies together. The purpose of this article is to identify relationships between argumentation and the stages of the modelling cycle that students go through in the mathematics classroom. Through a multiple case design, the article presents an analysis of three teachers’ lessons aimed at promoting modelling and argumentation competencies. Results indicate that moments of argumentation with warrants and rebuttals emerge heterogeneously across various stages of the modelling process and that high levels of argumentative structures featuring rebuttals do not ensure high levels of modelling.
Assessing the bodily felt sense: a study of the Chilean Spanish version of the Focusing Manner Scale
(2025) Dufey, Michele ; Manríquez-Reyes, Karina ; Flores, Isidora ; Arellano, Juan; Aquino, Isabela; Salazar, José Ignacio ; Escobar, Nathacha ; Saez, Sigrid ; Nuñez, Annette ; Rodriguez, Andrea; Moya, Katherina
https://doi.org/10.1080/14779757.2025.2553554
Autoridad pedagógica en sectores de pobreza de Chile. Análisis desde las perspectivas de los estudiantes
(2012) Zamora Poblete, Guillermo Manuel; Pérez Aguirre, Gabriela Patricia
Este artículo presenta los resultados de una investigación sobre la autoridad pedagógica en colegios que atienden a estudiantes de nivel socioeconómico bajo, pertenecientes a establecimientos con distintos niveles de desempeño académico. El estudio tiene como principal objetivo caracterizar, desde las perspectivas de los estudiantes, a los profesores que presentan mayor autoridad, identificando diferencias según el desempeño académico de los establecimientos. La investigación se realizó con 514 alumnos de Educación Secundaria, pertenecientes a seis establecimientos de la ciudad de Santiago. Los resultados indican que los estudiantes coinciden en señalar, sin mayores diferencias entre los establecimientos, que los docentes que ejercen mayor autoridad se caracterizan por desarrollar una excelente enseñanza, establecer un vínculo afectivo con ellos y aplicar estrictas normas de comportamiento. Finalmente, el estudio discute los nuevos significados de la autoridad que desarrollan los diversos estudiantes de sectores de pobreza en Chile.
Bayesian prevalence of autism and unmet special education needs in Chile in a sample of three million school-age children
(2025) Román Urrestarazú, Andrés; Tyson, Adele; Gatica Bahamondes, Gabriel Guillermo; Kessel, Robin van; Yang, Justin; Mansilla, Carola; Zúñiga, Isabel; Méndez-Fadol, Alejandra; Larraín, Blanca; García, Ricardo; Koch, Damaris; Ford, Tamsin; Groot, Wim; Pavlova, Milena; Czabanowska, Katarzyna
Autism spectrum disorder prevalence estimates in Latin America have been limited by a lack of reliable data. This cohort study aimed to estimate autism spectrum disorder prevalence in Chile by linking school registries with electronic health records. Probabilistic data linking was conducted between the 2021 Chilean school registry and 2003−2015 health records from the Araucania Sur Health Service. Bayesian prevalence estimation was used, considering variables such as age, sex, immigration status, ethnicity and rurality. Autism spectrum disorder prevalence across 29 health services was analysed for students aged 6 to 18 years. Regression models assessed unmet needs for special education services, validated using Araucania Sur Health Service health records. The study included 3,056,306 pupils (51.34% boys; mean age 11.6 years), with 14,549 having autism spectrum disorder. The national standardized school prevalence was 0.46%. Boys had 6 times higher odds of receiving special education services support than girls. In Araucania Sur Health Service, the adjusted clinical prevalence from health records was 1.22%. The Bayesian projected national autism spectrum disorder prevalence was 1.31%. This study, the largest of its kind in Latin America, revealed a higher autism spectrum disorder prevalence than previously reported, with one in 76 children affected. Disparities were observed across sex, ethnicity and health services.
Being a hard-of-hearing english as a foreign language teacher and how to foster inclusion in the classroom
(2024) Lizasoain Conejeros, Andrea Bárbara
Beyond movement. Educational transformation in physical education through nonlinear pedagogy: A systematic reviewMás allá del movimiento. Transformación educativa en educación física a través de la pedagogía no lineal: Una revisión sistemática
(Springer Science and Business Media Deutschland GmbH, 2024) Espoz-Lazo S.; Farias-Valenzuela C.; del Val-Martin P.; Hinojosa-Torres C.; Valdivia-Moral P.; CEDEUS (Chile)
© Copyright 2024: Publication Service of the University of Murcia, Murcia, Spain.Physical education has evolved from its approaches focused on physical activity towards holistic and adaptive models, with one of the latest methodological currents used for this purpose being NonLinear Pedagogy. In the present review, the PRISMA protocol was followed to identify relevant studies published between 2018 and 2024 that investigated the application of this methodology, using platforms such as Web of Science and Scopus, and applying inclusion/exclusion criteria to select appropriate articles. The review included 21 studies that showed significant improvements in motor, cognitive and social skills through Non-Linear Pedagogy, highlighting the adaptability of this approach to various educational situations and its ability to promote more inclusive and effective learning in Physical Education. The importance of this model was analyzed, highlighting its holistic approach and its ability to foster creativity and adaptability in students during class. The adoption of Non-Linear Pedagogy in Physical Education is essential to prepare students and athletes for future challenges, promoting more meaningful and adaptive learning in a constantly evolving educational context.
Beyond narrow definitions: Quantifying school privatisation across countries and over time
(2025) Gutiérrez Cofre, Gabriel Jesús; Exley, Sonia
The OECD reported that the proportions of students enrolled in ‘private schools’ have remained stable since 2000. Drawing on the concepts of endogenous and exogenous privatisation, we question this statement, arguing that school privatisation can be disaggregated into four dimensions: private provision, restricted access, school competition and school autonomy. We operationalise these dimensions using indicators from the PISA school questionnaire. We explore changes cross-nationally between 2000 and 2018 in 35 educational systems, revealing increases in secondary school competition dynamics over time and some cases of substantial increases in autonomous school-level decision-making. We also provide an up-to-date landscape of school privatisation for 64 countries in 2018 and highlight the relevance of using a wide set of indicators to report the extent of privatisation, accounting for both endogenous and exogenous sides of the phenomenon. Finally, we discuss ways in which cross-national quantitative data collection on schools might be developed to produce a more appropriate quantification of privatisation.
Bibliometric analysis, systematic review of literature, and meta-analysis on the effect of amplification on voice production among teachers
(2025) Cantor-Cutiva, Lady Catherine ; Acevedo, Karol ; Guzman, Marco; Gonzalez, Juan Carlos ; Cerda Sandoval, Felipe Enrique; Smith, Catalina ; Behm, Isidora; Hunter, Eric
Background: Teaching is identified as a high-risk profession for developing voice disorders due tothe significant vocal demands placed on educators. This can lead to symptoms such as vocalfatigue, adversely affecting their quality of life. One common intervention is the provision of voice amplification systems, which have been reported to reduce vocal strain by enabling teachers to speak at lower volumes, thereby potentially improving voice quality and minimizing vocal fold damage. Despite these benefits, various factors such as adoption rates, technical issues, and the need for proper use and training can influence the effectiveness of these systems. This study systematically reviews the literature and conducts a meta-analysis to determine the impact of voice amplification on teachers’ vocal function. Methods: The results reported in this manuscript are based on a bibliometric analysis and systematic literature review using seven databases, selecting 20 relevant publications from an initial pool of 462, and performing a meta-analysis to compare vocal metrics with and withoutamplification. Results: The meta-analysis indicated that voice amplification systems tend to positively affect fundamental frequency, sound pressure level (SPL), and phonation time percentage; however,these effects were not statistically significant. The analysis also suggests no significant publicationbias, though the quality of the included publications varied: 15 % were rated as strong, 25 % asmoderate, and 60 % as weak.Conclusion and Recommendations: The study concludes that voice amplification systems showpotential benefits for teachers’ vocal health. However, their implementation should be part of abroader strategy that includes education, training, and regular monitoring to maximize theireffectiveness
Bringing the Real World Into Developmental Science: A Commentary on Weber, Fernald, and Diop (2017)
(WILEY, 2018) Morelli, Gilda; Bard, Kim; Chaudhary, Nandita; Gottlieb, Alma; Keller, Heidi; Murray García, Marjorie Neva; Quinn, Naomi; Rosabal Coto, Mariano; Scheidecker, Gabriel; Takada, Akira; Vicedo, Marga
This article examines the parent intervention program evaluated by Weber et al. (2017) and argues that there are scientific and ethical problems with such intervention efforts in applied developmental science. Scientifically, these programs rely on data from a small and narrow sample of the world's population; assume the existence of fixed developmental pathways; and pit scientific knowledge against indigenous knowledge. The authors question the critical role of talk as solely providing the rich cognitive stimulation important to school success, and the critical role of primary caregivers as teachers of children's verbal competency. Ethically, these programs do not sufficiently explore how an intervention in one aspect of child care will affect the community's culturally organized patterns of child care.
Capítulo de Educación de la Sociedad Chilena de Radiología: balances, proyecciones y desafíos
(2025) Garrido Cisterna, Francisco Javier; Llanos Cáceres, Jorge
Certificación y recertificación de especialistas en imagenología en Chile: a propósito de los 40 años de CONACEM
(2025) Garrido Cisterna, Francisco Javier; Cruz Olivos, Francisco; Osorio Ulloa, Mauricio; González Vicente, Gilberto
El proceso de certificación de especialistas reconoce que un profesional médico posee un alto estándar de competencia profesional en un área específica de la medicina. En Chile, la Corporación Nacional Autónoma de Certificación de Especialidades Médicas (CONACEM) fue fundada en 1984 y tiene por objetivos la certificación y recertificación de especialistas médicos, así como también reconocer nuevas especialidades médicas que ameriten ser certificadas, de acuerdo con el progreso de la medicina. Está conformada por representantes de la Academia Chilena de Medicina, la Asociación de Facultades de Medicina de Chile (ASOFAMECH), el Colegio Médico de Chile, las sociedades científicas de especialidades y el Ministerio de Salud. Actualmente, CONACEM certifica 68 especialidades médicas (31 especialidades primarias y 37 especialidades derivadas o subespecialidades). La certificación de especialista se puede obtener por medio de tres vías: programa universitario, adiestramiento en práctica y formación en el extranjero. En estas últimas dos vías, los candidatos deben rendir una evaluación teórica y práctica para obtener su certificación. Además, CONACEM diseñó un procedimiento de recertificación de los especialistas, basado en la acumulación de créditos en diversas actividades, donde destaca la educación médica continua.
Cinco ejes para un modelo complejo de las literacidades en la universidad
(Pontificia Universidad Javeriana, 2024) Ávila Reyes, Natalia
La diversificación de la matrícula en la universidad latinoamericana ha planteado desafíos en la escritura académica. La respuesta universitaria a menudo se enfoca en los déficits de los nuevos estudiantes, ignorando la necesidad de cambios estructurales para abordar la diversidad del alumnado. El presente artículo se basa en dos estudios realizados en el contexto chileno. Uno incluyó treinta estudiantes de tres universidades chilenas que ingresaron mediante programas inclusivos, mientras que el otro siguió a doce estudiantes admitidos regularmente y otros doce a través de programas de inclusión. Ambos adoptaron un enfoque de literacidades académicas, considerando la lectura y la escritura como prácticas sociales. Utilizando la justicia social y las literacidades académicas como marco, el artículo reflexiona en torno a cinco ejes conceptuales emergidos de los datos para proponer un modelo complejo de las literacidadesuniversitarias, que incluye la perspectiva del déficit de las instituciones, las prácticas de escritura de los estudiantes, el deseo de expresar la voz de los estudiantes, la práctica institucional del misterio y el rol de los cursos de escritura. Con base en estos ejes, se ofrecen siete orientaciones de acción para una pedagogía de la escritura en la universidad con enfoque de justicia social.
Comparing the Role of Attitudes on the Enactment of Academic and Non-Academic Education Performance Indicators
Marfán Sánchez, Javiera
Chile has followed the international trend of implementing a standards-based reform, with the particularity of encompassing both academic and non-academic outcomes. Drawing on interview data from four school cases in Santiago, Chile, this study examines the role of attitudes in reform enactment, analyzing whether and how school actors’ attitudes toward academic and non-academic performance indicators influence practice change. Alignment between attitudes toward academic standards and practice change is often disrupted by subjective norms, whereas attitudes toward non-academic indicators consistently drive behavior. This research sheds light on the complex interplay between attitudes and policy enactment, offering valuable insights.

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